EPSY 501

PROFESSIONAL, ETHICAL, AND LEGAL ISSUES IN COMMUNITY COUNSELING

Fall 2007

Syllabus

Instructor: Kim Asner-Self, Ed.D., LCPC, NCC

Class Hours: Monday 6:00 – 8:30 pm

Office Hours: Mondays 1:30 – 3:30 walk-in

and

8:30 - 9:30 pm by appointment

Tuesdays 11-12 and 2-4 pm.

Wham 222M

Or by appt.

Phone: (618) 453-6927

E-mail: kasner@siu.edu

Web page: http://mypage.siu.edu/kasner/

CATALOG DESCRIPTION and PURPOSE

This course provides an overview of the history, foundations, practices, and ethical and legal

issues relevant to community counseling. This course does not include specific skill attainment.

Required Reading:

Required text; class readings

Required Text:

Gladding, S. T., & Newsome, D. W. (2004). Community and Agency Counseling (2^nd ed).

Upper Saddle River, NJ: Prentice-Hall.

Handouts or reserve readings as assigned, such as:

American Counseling Association. (2005). The 2005 ACA Code of Ethics. Arlington, VA: Author.

Retrievable at http://www.counseling.org/Resources/CodeOfEthics/TP/Home/CT2.aspx

Corey, M. S., & Corey, G. (1989). Becoming a Helper. Pacific Grove, CA: Brooks/Cole

Publishing Company.

McGoldrick, M., Pearce, J. K., & Giordano, J. (1982). Ethnicity and Family Therapy. New

York: The Guilford Press.

Recommended Texts for your reference library as a counseling professional:

American Psychological Association. (2001). Publication manual of the American

Psychological Association (5^th ed.). Washington, DC: Author.

American Psychiatric Association (2000). Diagnostic and statistical manual for mental

disorders – Text revision. (4^th ed.). (DSM-TR). Washington, DC: Author.

Course Objectives

By the end of the course, it is expected students will be able to:

1. Describe the history, trends, and philosophy of community counseling.

2. Describe the roles, functions, and professional identity of community counseling.

3. Apply appropriate 2005 ACA Code of ethics and standards of practice.

4. Explain policies, laws, and legislation relevant to community counseling.

5. Discuss the implications of current professional issues unique to community counseling.

6. Describe the implications of sociocultural, demographic, and lifestyle diversity relevant to

community counseling.

7. Explain the roles of community counselors in a variety of practice settings.

8. Relate the general principles of community intervention, consultation, education, and

outreach; characteristics of human services programs and networks

(public, private, and volunteer) in local communities, legally and ethically.

9. Identify client and counselor characteristics of those served by and serving institutions and

agencies offering community counseling services.

Basis for Evaluation

Homework..............................…………………………….180 points

Academic Dishonesty paper………………………………..100 points

Pop Quizzes……………………………………4x25…….200 points

Community Service Program report....................................120 points

Program proposal...........................................................…..250 points

Professional Development Activities....................................50 points

Final Quiz…………………………………………………200 points

1000 points

Topical Outline Percentage of time

the history, foundations, practices, and ethical and legal

issues relevant to community counseling.

History, current trends, roles, and philosophy of community counseling 30%

Professional identity development 35%

Ethical and Legal issues 35%

Notice: If you have any type of special need(s) or disability for which you require

accommodations to promote your learning in this class, please contact me as soon as

possible. The office of Disability Support Services (DDS) offers various support services

and can help you with special accommodations. You may wish to contact DDS at 453-5738

or go to Rm 150 at Woody Hall to verify your eligibility and options for accommodations

related to your special need(s) or disability.

Your learning is important to me, to this profession, and to your future clients.

Written Assignments and Work

This course is a process. I encourage you to discuss your work with one another prior to turning it in.

You may consult with anyone about your work, however, your final product must be your own.

This means I encourage you to talk, share, and exchange ideas, concerns, theories, and thoughts freely

and then I expect you to write down what you have come up with in a professional manner.

Your final products must be your own.

Counseling is about communication, and writing is an important aspect of communication. As a result,

you will be graded on your professional writing as well as your content. You may need to review or

learn APA style and citations. I encourage you to turn in your work as close to APA style (5^th edition)

as possible. If you need help writing, it is essential that you get help. A good place to

start is http://www.siu.edu/~write/. Also, you can get help understanding MS level research

expectations. Familiarize yourself with Morris’ on-line lessons on research strategies by looking

up http://www.lib.siu.edu/explorer/lessons/index.html.

You will need to be familiar with SIU’s definition of plagiarism and are expected to adhere to it.

A good place to start to learn more is checking out Morris Library’s on-line lesson on plagiarism

on http://www.lib.siu.edu/explorer/lessons/index.html. You also may check

out http://www.plagiarism.org/learning_center/what_is_citation.html.

EVALUATION POINTS EXPLAINED:

Academic Dishonesty Paper (100 points)

Write a 5 to 15 page paper (follow APA guidelines for journal ready manuscripts and do NOT

include the title page or reference pages as one of the 5 to 15 pages) on academic dishonesty

in terms of writing papers. Define it in its many forms, use examples to illustrate types of academic

dishonesty, indicate the corrections, and discuss reasons why it is considered academic

dishonesty and what the effects of academic dishonesty can be. E-mail the paper to me

at kasner@siu.edu

Homework (180 points assigned as noted below)

Homework – 180

(There are six (6) homework assignments each worth 30 points).

Some evenings, you will be assigned both readings and written homework due the following

session. We will use your readings and your homework as a basis for class discussion.

The homework is designed to help you explore and as such is neither “right nor wrong.”

You will receive full credit if you have done the homework completely and thoughtfully,

partial credit if simply attended to, and no credit if no effort is evident or if you do

not turn in the homework. These are expected to be typed and in APA style.

Note: Homework is due at the beginning of class, after which it is late.

Late assignments are docked 10% of the total possible points per 24 hour

period. If you know you will not be in class, turn in your homework early!!

Attendance – STRONGLY ENCOURAGED.

This course is taught in a combination psychoeducational and task group format to help you explore the field of counseling, your own expectations, hopes and concerns about yourself and the profession, build a network or cohort of professional helpers-in-training, and help you to make an informed decision about being a helper and what type of helper. Well working groups can only form if group members are present and participative.

Quizzes – 100

There will be 4 in-class pop quizzes worth 25 points each and covering your readings. Questions on the quizzes will be multiple choice and short answer.

Community Service Agency Description (120 points)

The assignment is to visit a community-based mental health agency, prepare a brief, one-page written summary for the class and make a presentation of your findings (20 points), and prepare a written report to be turned in to the instructor (100 points). Some examples of community programs appropriate for this project are small group residential programs, support groups for families of persons with chronic illnesses, any self-help program, and prevention and education programs for children. The program you choose should be based on your own interest but check with me when you have made a decision regarding which program to review. If you are at a loss for ideas, I will try to offer suggestions.

The following is a list of aspects to cover in your review. You need to obtain this information through looking at written material about the program, checking out the programs’ website and through interviews with one or more program personnel and clients (remember to cite using APA). If one or more of these aspects is not appropriate for your program, you will need to discuss why it is not appropriate and how else this point is being addressed. Likewise, if there are important aspects of the program that are not on the list, include them in your review. Provide each class member a copy of a 1-page outline to accompany your presentation (the length of which will be determined by the class size). As a part of your 1 page outline, be sure to include contact information so others can contact the program you’ve reviewed. For me, you will hand in a written report on your findings. Be complete rather than superficial in your review!

1. General program description. What services are provided? Be specific and thorough.

2. Clientele. Who are the intended clients of the program? How are they referred to the program?

3. Staffing. Who staffs the program? What is the nature of their experience and training?

4. History. When was the program started and how? How has it evolved?

5. Organizational Structure. What programmatic and administrative components does the program have?

6. General philosophy. What treatment model does the program follow?

7. Funding. From what sources does the program receive operating revenues? How stable are the funding sources?

8. Projections for change. What projections do program personnel make for program change?

9. Evaluation. How is the program evaluated for effectiveness? What accountability measures are applied?

10. Community integration and acceptance. How is the program viewed in the community? What kinds of public relations efforts are made?

Community-Based Program Proposal (250 points)

The general assignment is to prepare a comprehensive proposal for a new community based service program. You will work in a small group to prepare the proposal, with individual assignments to be determined by the group. The final project will be due to the end of the semester, on the date of the final class meeting. A presentation should be about 40 minutes long. The proposal should be typewritten (12 point font, 1 inch margins), double-spaced, in APA-style, with an indication of who had primary responsibility for each section. You are encouraged to be creative with your presentation. One grade will be assigned to each project in the following manner:

Outline for the project turned in on or before due date on syllabus. (25 points)

What is the group of people whose mental health needs you wish to address?

What in the area is currently being done to address these needs?

Explain what lead your group to choose this population and this issue to address.

Who are you going to and who have you already contacted in the community to

find out what is being done about this issue and how your project might

work?

Specific components of the project are as follows:

Description of community setting (25 points of the written report):

In an initial meeting of the group, a community setting for the program proposal will be chosen. This community will be one in which a group member currently resides or has formerly resided. The group should discuss in the initial meeting general characteristics of the community and the appropriateness of the type of program for that community. Descriptive information about the community should then be gathered. Typically this information would be brought back to the group by the person whose community is chosen as the target community.

Examples of information to be gathered are:

a. population statistics

b. racial and ethnic composition

c. income levels

d. nature of the economy

e. health services

f. educational services

g. mental health programs

1. Program Description (25 points of the written report):

This is the central piece of the program proposal. Some elements that should be included are the same as listed in the Community Service Agency Description that is also attached to this syllabus. Essentially the significant components of the program being proposed should be summarized in this section.

Among the questions to be answered are:

a. What services will the program provide?

b. Who will staff the program?

c. What clientele will be served?

d. How will the program be structured? What components will it have?

e. How will the program be created? Over what time period will the program be developed?

f. What will be the prevention component of the program? Will it have primary, secondary, and tertiary prevention aspects? What are those?

g. What sort of support will it need?

1. Program funding (25 points of the written report):

A general description of estimated program costs and a plan for funding should be proposed. This section does not have to be highly detailed or specific, but some possible categories are as follows:

1. Professional staff

2. Nonprofessional staff

3. Building and costs associated with physical facilities

1. Consumable supplies

2. Equipment

3. Transportation

Some possible categories for funding sources are:

a. client fees

b. federal and state government funds

c. federal and state competitive grants

d. contributions

e. city and county governments

1. Program evaluation (25 points of the written report):

This section should describe a plan for evaluating the effectiveness of the program. What indicators of effectiveness will be used? How will the data be collected? Some examples are as follows:

1. Client satisfaction surveys

2. Follow-up data on incidence of targeted problems

3. Documentation of program implementation

4. Assessment of program by related agencies

5. Independent evaluation by outside team.

You will also receive 25 points for adherence to APA-style, the writing guidelines above, good grammar (spelling, punctuation), and quality writing.

The group oral presentation will be worth 100 points.

To recap: Outline 25

Description of community setting 25

Program Description 25

Program funding 25

Program evaluation 25

Grammar/APA-style 25

Oral Presentation 100

Total Points 250

Professional Development Activities (50 points)

Counseling is a profession, and this course is designed to give you the opportunity to learn a little bit about the profession, about yourself, and about the fit between the two. Developing a counseling professional identity is an ever-evolving process and requires your continuous effort. Counseling can be an isolating experience and burned-out, cynical professionals are a dime-a-dozen. Counselors who engage in professional development, create and maintain and network of healthy friends, inspired and inspiring professionals, and advocates tend to be less likely to suffer the consequences of burn-out, recognize when they are getting tired, and know how to adjust their professional lives for the enhancement rather than the detriment of themselves and their clients. Throughout the semester, you will be expected to attend various professional development activities such as Chi Sigma Iota sponsored events (there are usually 3 to 4 Brown Bag lunches, 2 socials, 2 to 3 community service events, 1 to 2 fundraisers), the Southern Illinois chapter meetings of the Illinois Counseling Association (ICA) (there are usually meetings every month), and/or conferences such as the October Association of Counselor Education and Supervisors (ACES) in Pittsburgh and November ICA annual conventions.

Your full participation in an event is worth 10 points, although ACES and ICA are prorated. Participation in five events is worth 50 points.

Final Exam (200 points)

The exam will be multiple choice and will include but is not limited to the history, trends, and philosophy of community counseling, the roles, functions, and professional identity of community counselors in a variety of practice settings, the ACA Code of ethics and standards of practice, and policies, laws, and legislation relevant to community counseling.

Your Grade!!!

Your grade will come from your performance in the following four areas as discussed in detail previously.

Homework.................................................………………..180 points

Paper on Academic dishonesty……………………………..100 points

Quizzes………………………………………….4x25 = 100 points

Community Service Program report....................................120 points

Program proposal...........................................................…..250 points

Professional Development Activities....................................50 points

Final Exam…………………………………………………200 points

Total Points 1000 points

If you earn 900 points or more, you will have earned an A in this class.

If you earn more than 799 points but less than 900, you will have earned a B in this class.

If you earn more than 649 points but less than 800, you will have earned a C in this class.

Less than 650 points in this class, you will have earned an F in this class.

What do grades in “Introduction to Community Counseling” mean? They are not a reflection of your self worth but do provide indications regarding mastery and application of the basic historical, ethical, and legal, roles, and professional tenets of Community Counseling. They will NOT tell you what sort of counselor you might become.

Higher grades may be indicative of your prior experiences, interest and aptitude for the basic academic requirements of Counseling as a profession, although it does not address the extremely important experiential or “counseling skills” component of Community Counseling. You may write well, synthesize material well, and organize your time well. This plus the experiential component of Community Counseling are important to your continuing development as a Counselor.

Mid-range grades may suggest soft spots in your knowledge, especially if you are coming back to school after a hiatus, or if you are “trying out” counseling. It may also indicate difficulty with writing, synthesizing vast amounts of material, and/or time management. Availing yourself of the Writing Center, continued attention to detail and some additional reading and integration of basic counseling tenets may help you in future classes. You may find yourself doing well in the experiential components of Counseling which, in conjunction with academic strength are important to your continuing development as a Counselor.

Lower grades may suggest some difficulty with the material, personal commitments, or health. At times, people enter graduate school without realizing the time commitment and the impact such commitment may have on other aspects of their lives. Counseling requires also, a level of mental and emotional stability. This may not be the time to start a new program or this may not be the right program or subject for you.

EPSY 501

Fall, 2007

CLASS SCHEDULE

August 20 Introductions; review syllabus; definition of counseling (prevention and life-span human development); groups for class project, academic dishonesty/plagiarism paper guidelines

Assignment for next Monday:

Read Chapters 1 in text, as well as the Preamble and Sections A, B, and C of Appendix A in the text.

Complete Homework #1

Community Service Agency name.

August 27 Discussion of homework exercise. The history of helping; the history of counseling; the history of community counseling.

Assignment for TWO Mondays from now:

Read Chapter 2 in text, and the piece by Corey and Corey (1989) on WebCT.

Access the ACA website and learn what the requirements are for licensure in Illinois (both LPC and LCPC) and one other state.

Complete Homework #2

Complete the Academic Dishonesty paper.

Sept 3 LABOR DAY HOLIDAY-No Class

Sept 10 Characteristics of counselors. Theories of counseling. Licensure.

Assignment for next Monday:

Read Chapter 3 in book and Sections D, E, F, G, and H of Appendix A in the text.

Complete Homework #3

Sept 17 Ethics and legal aspects of counseling

Assignment for next Monday:

Read Chapter 4 in text

Complete Homework #4

Sept 24 Current issues in counseling Christy Hamilton, Brett Zyromski

Assignment for next Monday:

Student presentations of Community Service Agencies due on Oct 3^rd. Remember to provide a one-page summary hand-out for each member of our community in addition to the report you hand in!

Oct 1 Student presentations of Community Service Agencies.

Assignment for next Monday:

Read Chapters 5 and 6

Complete Homework #5.

Oct 8 The counseling process and assessment Lynda Killoran

Assignment for next Monday:

Read Chapters 11 and 12 in text.

Outline of your group project.

Oct 15 Counseling and Development across the Life Span. Chris Lucas

Assignment for next Monday:

Read Chapters 8 and 9 in text. Read handout on genograms

(WebCT).

Complete Homework #6

Oct 22 Groups and Families.

Assignment for next Monday:

Read Chapter 10

Read the McGoldrick, M., Pearce, J. K., & Giordano, J. (1982)

piece (WebCT).

Oct 29 Multicultural counseling - aspects of special populations and diversity and creative ways to address issues.

Assignment for next Monday:

Read Chapter 13 in the text.

Group paper is due on Nov 15^th.

Nov 5 Mental Health Counseling

SIRSS consumer panel

Assignment for next Monday:

Read Chapter 14.

Nov 12 Counseling in other settings. Inocensia (Prisons)

Assignment for next Monday. All Group papers are due.

Group project presentation is due on Dec 3^rd.

Nov 19 NO CLASS THIS WEEK -- THANKSGIVING

Nov 26 Group work on project

Dec 3 Presentation of group project

Dec 10 Final Quiz (comprehensive)

HOMEWORK ASSIGNMENTS

Homework #1

Read the following incident.

Maria is 72 years old and has suffered a stroke. Her speech is halting and she moves slowly, although she has regained most of her mobility. She called the community counseling agency for help deciding whether to sell her house and move into a home for elderly people. She meets with a counselor, Jane. Maria is surprised and expresses concern that Jane appears so young. Jane explains that she has a degree from SIU and is a competent counselor. She then works with Maria to develop a plan of action on exploring Maria=s wants and needs to her make a decision about her living situation. Through the discussion, Maria tells Jane that her family has always been the focus of her life, that her husband died 20 years ago, and that she loves to garden and have her grandchildren visit her. Jane thinks of her own grandmother and how happy she is in the assisted living facility she lives in since her stroke. She can also see how much less strain her own mother has been under since Grandma went into the home.

**** LATER****

Maria and Jane have met for 5 sessions during which they talked about Maria’s family, her interests, and spent time discussing how Maria’s life is different today from what it was like prior to her stroke. Two weeks ago, Maria’s son, Carl, called Jane on the phone. Carl wanted to know whether Dr. Jane thought Maria was going to be able to live alone or if he should just put her in an assisted living facility. Jane hesitated on the phone in responding to Carl’s question. Carl, sensing Jane’s hesitation, said: “Listen, I know you are trying to help my mom, but she’s just not what she used to be. I mean, she can pull herself together when she comes to see you, but that’s about it. She left a pan on the stove the other day and nearly caught the kitchen curtains on fire. My sister doesn’t want to put Mom away, but, we aren’t doing her any good if she burns the house down or something.” Jane told Carl that she didn’t know about the pan, that Maria had not told her. Her impressions of Maria had been that she was capable of living alone, but that this is new information. She thanked Carl, and they hang up.

At their next meeting, Jane brought up the fire incident with Maria. Maria chuckled and explained that she’d just had a new stove installed – gas instead of electric. She loved the new stove, but it had surprised her how much faster it heated things up. Maria said she still had trouble with the stove and wondered what to do. Jane reminded Maria that Jane works as a part of a team. Would she mind if the two of them talked with the social worker on Maria’s team about, perhaps, getting Maria some help in learning how to use the stove? Maria agreed and asked Jane if she could get her on Meals for Wheels, too. Jane explained to Maria that Jane did not do Meals for Wheels and told Maria to make an appointment with Frank, her Social Worker.

Maria did not show up for her next meeting. When Jane called, Maria said she did not really need counseling anymore and thanked her for her hard work. Jane asked if she might call Maria in a week to see how things were going. Maria reluctantly agreed. After the phone call, Jane looked at Maria’s chart to try to understand what had happened. Maria’s chart had the requisite papers required by the Agency. She had also signed a release of information for people on her team but had not signed any other releases. Her physical therapy was going well. Frank was able to get Maria several services to help her adjust to her current level of disability. Jane called her clinical supervisor and requested time to discuss Maria’s case and Jane’s role in it.

Identify and discuss the points in Section A, B, and C of the ACA Ethical Guidelines that are touched upon in this incident.

Homework #2

After reading the Corey and Corey piece, write about your early experiences as a helper. Be sure to cover:

how an experience you had helped you to identify yourself as a helper,

how the attributes you have, or that other people have pointed out about you, support your feeling about being an effective helper,

how the attributes you have, or that other people have pointed out about you, cause you question your ability to be an effective helper, and

how your fundamental belief , theory or framework regarding human nature effects the manner in which you view people at this point of your professional development?

PLEASE DO NOT TYPE MORE THAN FIVE (5) PAGES DOUBLE SPACED (not including the cover page and references).

Homework #3

After completing his master’s degree at Southern Illinois University (SIU) in counseling, Darryl worked at a local community agency, the Community Wellness Agency of Southern Illinois (CWASI) for three years. At CWASI, he worked with around 30 people each week and had a case load of 50 people. He became proficient in individual and group counseling, working with people with such DSM-IV Axis I diagnoses as major depression, bipolar disorder, and post-traumatic stress disorder, and those with such Axis II diagnoses as borderline, dependent, and antisocial personality disorder. He also ran a psychoeducational group for teenaged boys identified as “at-risk.” After working at CWASI for three years, Darryl had the 3,000 hours of supervised practice required for licensure in Illinois. He applied and became a licensed clinical professional counselor (LCPC).

Darryl wanted to try his hand at private practice and tendered his resignation at CWASI, giving the agency 6 weeks notice so that he could work with whoever replaced him. After 6 weeks, Darryl started his practice. Darryl advertised in the yellow pages, on the Saluki radio station, in the Southern Illinoisan, and the Daily Egyptian. He also put up flyers around town and sent his card to local businesses, the schools, and community non-profit organizations. Darryl gave free talks at the Kiwanis’ and Lions’ Clubs meetings, PTA meetings, campus organizations, and religious groups. He took referral sources out to lunch in an attempt to build a client base. Very few referrals came.

Darryl decided to become a network provider with a managed care company, WeCareCo. He accepted the company’s $45.00 per hour payment, although it was considerably less that his usual fee, and agreed to comply with WeCareCo’s approach to managed care. The referrals came pouring in, and Darryl’s business took off.

Darryl enjoyed working with people and being part of a large referral network. For instance, while working with a college freshman who was depressed, he realized that she had a severe case of bulimia that he felt needed to be stabilized first. Because he did not feel qualified to work with people with eating disorders, he was able to call WeCareCo and arrange a referral for his client.

There were things that bothered Darryl about WeCareCo, though. Each time he called, he talked with a different case manager who was only identified by their first name. He also had to give the case manager each client’s insurance number, DSM-IV-TR diagnosis, addictions history, childhood abuse history, marital history, and legal history during every call. Darryl knew he had agreed to abide by WeCareCo’s ways and that his clients had signed WCCo’s legal disclosure form, but he was not sure what he was doing was ethical. At one time, Darryl asked the case manager of the day what qualifications the man had. The case manager referred him to his supervisor whose secretary stated he was out of town. Darryl left a message but never heard back.

After a few months, one of Darryl’s clients ran out of insurance benefits, yet Darryl believed the client needed about 6 more months of additional counseling. The case manager suggested Darryl see the client for 3 additional meetings over the next 6 months or arrange for a referral to CWASI. Darryl did not feel a transfer was in the client’s best interests, yet believed the client needed weekly counseling. Darryl called back and talked to another case manager, re-explained the situation and got the same answer. He was unable to convince the case manager to alter the decision made. Darryl could not see himself abandoning his client so he agreed to see her pro bono. Darryl again wondered if the case managers he talked with were therapists or qualified to make therapy decisions at all.

Shortly thereafter, WeCareCo referred to Darryl, a 7 year old girl named Lori under her father’s insurance plan. Lori was refusing to go to school, complaining of headaches and stomach aches, throwing tantrums so severe she would pass out. It quickly became clear to Darryl that Lori’s parents were having marital problems and he thought Lori’s tantrums were a reflection of her parents’ turmoil. Darryl recommended marital therapy. However, Lori’s father’s insurance plan did not cover marital counseling. Darryl, already angry with WeCareCo about his other client, agreed to see Lori’s parents and to bill the sessions under Lori’s therapy. He figured that by helping Lori’s parents, he was helping Lori and that was, ultimately, what WeCareCo was paying him to do.

Identify and discuss the ethical issues in Darryl’s case.

This case is adapted from Herlihy and Corey (1996).

Homework #4

Go to Morris Library and find an empirical article of at least 8 pages in length in one of the following refereed journals that is of interest to you. A “refereed” article is one that has been critically reviewed by a jury of professional peers and recommended for publication.

Journal of Counseling and Development

Journal of College Counseling

Journal of Employment Counseling

Journal of Humanistic Counseling, Education and Development

Journal for Specialists in Group Work

Journal of Mental Health Counseling

Journal of Multicultural Counseling and Development

Journal of Addictions & Offender Counseling

The Career Development Quarterly

Counseling and Values

Counselor Education and Supervision

The Family Journal

Measurement and Evaluation in Counseling and Development

Read the journal article carefully and critically. Prepare a two-page (ONLY) single spaced critique of the article using the following format:

Please include the following categories in your article review.

1. Full APA Bibliographic Reference

Introduction: Objectives (goals or purposes of the article), Article’s main topic, Audience (who is this intended for?),
Very Brief Summary: Do not spend much space summarizing the article however you will need to state what the problem being addressed is, what solution is being proposed (new model, theory, paradigm, treatment modality), what evidence the authors’ offer to suggest that their solution is appropriate, and what research design they are offering (ie. case-study, quasi-experimental, ex-post facto…)
Methodology: Briefly explain the sample population being studied, procedure used in data collection and instruments used.
Data Analysis: Briefly explain what sort of data analysis was used and why.
Results: Briefly summarize the important points (observations, conclusions, findings) and "take home messages" in the article. Please do not repeat lists of items in the articles - just summarize the essence of these if you feel they are necessary to include.

7. Limitations: Briefly describe any problems the authors concede.

8. Limitations in your opinion: Describe problems you see in any area of the article (ways the authors did not address what they said they would, ways in which they over-stated their findings, ways in which the interpretation and discussion could have been enhanced).

9. If you, as a counseling professional, were to critically apply the articles’ findings in your work with clients, how would you do so?

Homework #5

Below is a list of DSM-IV-TR Axis I diagnoses. Each person has been assigned two diagnoses.

Please learn all you can about the disorders (you might find the library, the DSM-IV-TR, the internet, and any personal contacts you have to be helpful in your search). In specific, learn about the disorders’

1. etiology and course (how researchers think it comes about and how the disorder progresses),

2. prevalence (who is at risk, percentage of US population),

3. medications (if any) prescribed, and

4. preferred treatment modalities to address the disorder.

Disorder

Student(s) Assigned

Separation Anxiety Disorder

Panic Disorder without Agoraphobia and with Agoraphobia

Social Phobia

Obsessive-Compulsive Disorder (include coverage of poor insight)

Posttraumatic Stress Disorder (cover acute/chronic and delayed onset)

Acute Stress Disorder

Major Depressive Disorder (cover single versus recurrent episode)

Dysthymic Disorder

Bipolar I Disorder (include coverage of single versus recurrent episode)

Bipolar II Disorder

Homework #6

After reading McGoldrick and Gerson (1985), contact at least two members of your family and construct a genogram of your family. Include such important information as births, deaths, illnesses, marriage dates, graduation dates, immigration dates, or other dates your family finds important.

How many generations can you trace back in your family? How did your family keep records, orally, written, combinations? What trends do you see (ie. In names, illnesses, strengths) in your family?

Homework #1 – POSSIBLE RESPONSES

Identify and discuss the points in Section A of the ACA Ethical Guidelines that apply: